This article examines the career of Flora White, who operated a school for girls in Concord, Massachusetts (USA) from 1897 to 1914. The school promoted individualised learning and physical activity for young women. Its programme of female exercise and sports ran counter to prevailing scholarly, medical, and popular opinion in the US. White faced…

Drawing on recent ethnographic research in one single-sex, private primary school, this paper will explore what it meant for the girls in this setting to embody the discourse of the "lady". The paper will propose that classed and gendered discourses of respectability featured strongly in the girls' lives, as they were expected to behave…

This paper explores issues of critical literacy, gender justice and masculinity through "Mr A's" story. Mr A is head of English at "Grange College"--an all boys' school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and "the masculine" within Mr A's…

Drawing on survey data, this paper explores the association between early adolescents' gender-role identity and sense of peer group acceptance, and how this association may vary as a function of the gender context of the school. Two indicators of gender-role identity were included in the analysis: in one measure the items reflect features of…

This paper draws on research into male teachers in one single sex high school in the Australian context to highlight how issues of masculinity impact on their pedagogical practices and relationships with boys. The study is situated within the broader international field of research on male teachers, masculinities and schooling in Australia, the UK…

Study of 18 girls taking their senior year at Australian Catholic boys' day school of 700 students. The theoretical framework was derived from Schutz's theory of the stranger. Responses to a questionnaire concerning gender issues and differentiation in education demonstrated that the girls had a high level of awareness of gender differentiation.…

Examined the hypothesis that adolescent girls attending single-sex schools would exhibit greater body dissatisfaction and disordered eating than their coeducational counterparts, reanalyzing data from relevant subscales of an eating disorder inventory (drive for thinness, bulimia, and body dissatisfaction) and a figure rating scale from an earlier…

Considers the role of girls' schools in the United Kingdom education market and the positioning and "value" of girls by examining the workings of market forces in education. It reveals that current conditions of competition offer some advantages to girls but that these advantages have to be set against the continuing contradictions and…

Discusses the sociology of education within the context of educational streaming and its influence on students at a British girls' grammar school in the 1960s. It examines the patterns of association among the pupils and student perceptions as to their being accepted by their teachers or victimized by them. (GR)

Parallels between Muslim and feminist arguments in support of single-sex schools for females are explored. Feminists need not see it as a betrayal of principle to cooperate with Muslims to achieve the goal of single-sex schools even though they do not share all of the same goals and ideals. (SLD)

Danish coeducational elementary school teachers are conducting innovative pedagogical projects and use sex segregation as an organizational method in introducing and developing equal opportunities and antisexist pedagogical initiatives. Teachers committed to gender equity and antisexism and who are close to their students can effectively use the…

Examines the 15-year transformation in gender values at a Canadian independent school for girls and their effect on the students and the school structures. Gender-stereotyped, outside-world realities are still influencing the school environment and students' thinking. The author believes single-sex schools for girls are an important antidote to…

Presents a case study of a boys' school from the perspective of how the women teachers experienced this environment, and examines the changes in the school and the resulting micropolitical conflict over gender. Two ideal type groupings of women teachers emerged, with differing interpretations of their situation, what they believed a feminized…